[ L’Effet d’un Programme d’Intervention Métaphonologique sur le Développement de la Conscience Phonologique et de la Lecture en Arabe chez les Lecteurs Débutants Marocains Agés de 6-7 ans ]
Volume 24, Issue 3, October 2018, Pages 1392–1400
Mohamed Asrar1
1 Département de psychologie d’apprentissage pédagogie évaluation (PAPE), Faculté des sciences de l’éducation, Université Mohamed V de Rabat, Maroc
Original language: French
Copyright © 2018 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study aims at accounting for the impact of metaphonological intervention on the development of phonological awareness and reading skills of invented words as well as texts reading out aloud. It targets novice readers aged 6-7 years; a metaphonological intervention program was conducted targeting an experimental group. Its main focus is to deal with the operations of phonological manipulation. It also lends a heavy focus to students' attention in terms of the phonological properties of linguistic units, discussing with such students the value and usefulness of metaphonological knowledge for the mastery of reading. Phonological awareness and reading tests were measured in 80 children aged 6-7 before and after the intervention program. The results revealed that phonological intervention program improved phonological awareness and reading skills, compared to the control group that received no intervention.
Author Keywords: written Arabic, reading mastery, developpement phonological awareness.
Volume 24, Issue 3, October 2018, Pages 1392–1400
Mohamed Asrar1
1 Département de psychologie d’apprentissage pédagogie évaluation (PAPE), Faculté des sciences de l’éducation, Université Mohamed V de Rabat, Maroc
Original language: French
Copyright © 2018 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
This study aims at accounting for the impact of metaphonological intervention on the development of phonological awareness and reading skills of invented words as well as texts reading out aloud. It targets novice readers aged 6-7 years; a metaphonological intervention program was conducted targeting an experimental group. Its main focus is to deal with the operations of phonological manipulation. It also lends a heavy focus to students' attention in terms of the phonological properties of linguistic units, discussing with such students the value and usefulness of metaphonological knowledge for the mastery of reading. Phonological awareness and reading tests were measured in 80 children aged 6-7 before and after the intervention program. The results revealed that phonological intervention program improved phonological awareness and reading skills, compared to the control group that received no intervention.
Author Keywords: written Arabic, reading mastery, developpement phonological awareness.
Abstract: (french)
Le but de cette étude est d'examiner l’impact d’une intervention métaphonologique sur le développement et l’amélioration de la conscience phonologique et des compétences en lecture des mots inventés et en lecture à haute voix d’un texte, chez des lecteurs débutants âgés de 6-7ans. Un programme d’intervention métaphonologique a été mené sur un groupe expérimental. Il est centré sur les opérations de manipulations phonologiques et il entend aussi focaliser l’attention des élèves sur les propriétés phonologiques des unités linguistiques et de discuter avec ces élèves de la valeur et de l’utilité de la connaissance métaphonologique pour la maitrise de la lecture. Des épreuves de la conscience phonologique et de la lecture ont été mesurées chez 80 enfants de 6-7ans, avant et après le programme d'intervention. Les résultats ont montré que le programme d'intervention phonologique améliorait la conscience phonologique et les capacités de la lecture, comparativement au groupe témoin qui n’a bénéficié d’aucune intervention.
Author Keywords: langue arabe écrite, la maitrise de la lecture, développement des connaissances méta-phonologiques.
How to Cite this Article
Mohamed Asrar, “The Effect of a Metaphonological Intervention Program on the Developpement of Phonological Awareness and Reading in Arabic among Moroccan Novice Readers Aged 6-7 Years,” International Journal of Innovation and Applied Studies, vol. 24, no. 3, pp. 1392–1400, October 2018.
